Transcript

Designing MOOCs to Support Use of Different Types of Knowledge Resources

in Learning Anytime, AnywhereOEGlobalConference2016

Krakow,PolandEstherTan&ChristianM.Stracke

1. ResearchContext2. TheoreticalFramework3. CaseStudy

§ Researchdesign§ Dataanalysis§ Datafindings

4. Discussion&Conclusion

Presentation Outline

ExploreMOOCtosupportlearninganytime,anywhereHarnessaffordancesofMOOCs&mobiletechnologiestoconnectremotelearners&learnersonlocationtocontextualizeandconcretizethelearningexperience.(Sharples,Kloos,Dimitriadis,Garlatti &Specht,2015)

ResearchContext

1. OutdoorLearningasEnvironmentalInteraction&SituatedLearning§ Technologicalaffordancesredefineslearningspaces:

“…learninganytime,anywhere” (Milrad &Spikol,2007)§ Thesituatedness ofthelearningexperiencein

Outdoorlearning(Kerawalla etal.,2012)&Mobilelearning(Sharples,Taylor&Vavoula,2007)

§ “knowingasactivitybyspecificpeopleinspecificcircumstances”(Lave&Wenger,p.52)

***Thecriticalityofunderstandinglearners’interactionwiththespecificlearningcontexttocreateandconstructknowledgeinthemeaning-makingprocess.

Theoretical Framework

2. KnowledgeResourcesforSituatedLearning

Theoretical Framework

Prior knowledge

New Conceptual Knowledge

Contextualknowledge

Figure1:Knowledgeresourcesincollaborativemeaning-makingprocess(Fischer&Mandl,2005)

Learning materials &

information on a given topic

Existing knowledge

learners possess on a given topic

New theoretical concepts owing to interaction with the situated learning

context

Participants(FutureSchool@SingaporeProject)§ SchoolofScience&Technology§ 2classesofsecondarytwostudents§ Highability(GroupA)& mixedability(GroupB)

CaseStudy

Process-orienteddesigntoframelearners’discourseandinteractionwiththeenvironmentandwithpeers

1. Learningobjectives2. TaskType3. Levelofpre-structuring4. Technologymediation

ResearchDesign

1. Learningobjectives:§ Inquiry-basedLearning:BIGQuestion

(BIG:BeyondInformationGiven)§ CollaborativeKnowledgeBuilding§ Integratedconceptualunderstanding

(History,Geography&Biology)

ResearchDesign

BIGQuestion:Whydoescivilisationbeginatthemouthofariver?

ResearchDesign

Figure2:SingaporeRiverMysteryTrail

2. TaskType:§ Taskstructuredness:

well-structuredtoill-structuredtask

ResearchDesign

Tasktype Descriptionoftasks

Performative 1.MeasuretheriverwaterconditionsKnowledgeGenerative 2.Describetheidealwaterconditions

KnowledgeSynthesis 3.Discusstheimportanceofwaterquality

3. Levelofpre-structuring§ Positionthelearningtrailaspartofformal

curriculumwithpre&post-trailphase§ Provideanunstructuredactivityforsmallgroups

topursuetheirownresearchinquiriesafterthecompletionofalltrailactivities

ResearchDesign

Pre-TrialTune-in Activity

In-TrailActivities

Post-TrialSummary of learning

4. Technologymediation§ Web-basedplatformhostingtrailactivities§ Virtualfacilitation:broadcastalert&feedback§ Data-loggers&iPadwithembeddedapps

ResearchDesign

Figure3: Students measurewaterconditionsandenterresponses intheweb-basedplatform

1a.Whattypesofknowledgeresourcesdolearnersuseinthemeaning-makingprocessinasituatedlearningcontext?

1b.HowcanwedesignMOOCstosupportthemeaning-makingprocessandtoenhancethequalityofthelearningexperiencesof‘anytime,anywhere’?

ResearchQuestions

DataSource§ Audiofootage:verbatimtranscription§ Videofootage§ Fieldnotes

DataAnalysis§ Contentanalysis:useofsemanticboundaries,i.e.,

discussionthreads,ideasandturnoftalkstodefineanunitofanalysis(Chi,1997)

§ Codingschemeoncontentdimension(Fischer&Mandl,2005)toinvestigatetheuseofdifferentknowledgeresourcetypes

DataSource&Analysis

DataFindings

Figure4:FrequencyofKnowledgeResourcesTypesUsedinGroupDiscourseNote: CR= Contextual Resources, NCR= New Conceptual Resources, CR & NCR = Relations betweenContextual Resources and New Conceptual Resources, PKR = Prior Knowledge Resources, CR & PKR =Relations between Contextual Resources & Prior Knowledge Resources.

§ BothgroupsshowedhighusageofCRascomparedtootherknowledgeresourcetypes

§ BothgroupsgeneratedhighernumberofCR&NCRstatementsthanCR&PKRstatements

§ BothgroupsshowedthatCR&interactionwiththephysicalenvironmentplayasignificantroleinlearners’abilitytodevelopNCR

§ DevelopmentofNCRiscontingentontheinteractionwiththerichphysicalaffordances

DataFindings

1. LearningAnytime,Anywhere(SituatedLearning)§ Involves(environmental)interactionwithaspecificcontext§ Involvesre-contextualisation&concretisingthedifferent

typesofknowledgeresourcesinthatspecificcontext

2. DesignMOOCstosupportsituatedlearningcontext,i.e.,toconnectMOOCslearners&learnersonsite§ Includesprovisionofabaselinecontextualresources§ Includessupportingdevelopmentofnewcontextualresources§ Includesscaffoldingdevelopmentofnewconceptualresources

tofacilitatetheco-constructionofnewknowledgeand/oradvancingknowledge

Discussion&Conclusion

§ Fischer,F.&Mandl,H.(2005).KnowledgeConvergenceinComputer-SupportedCollaborativeLearning:theRoleofExternalRepresentationTools.TheJournaloftheLearningSciences,14(3),405-441.

§ Lave,J.&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.Cambridge:CambridgeUniversityPress.

§ Milrad,M.,&Spikol,D.(2007).Anytime,anywherelearningsupportedbysmartphones:ExperiencesandresultsfromtheMUSISproject.JournalofEducationalTechnology&Society,10(4),62-70.

Reference

§ Orion,N.,&Hofstein,A.(1994).Factoringthatinfluencelearningduringascientificfieldtripinanaturalenvironment.JournalofResearchinScienceTeaching,31(10),1097-1119.

§ Sharples,M.,Taylor,J.,&Vavoula,G.(2007).ATheoryofLearningfortheMobileAge.InR.AndrewsandC.Haythornthwaite (Eds.),TheSageHandbookofElearning Research (pp.221-247).London:Sage,

§ Sharples,M.,Kloos,C.D.,Dimitriadis,Y.,Garlatti,S.,&Specht,M.(2015).MobileandAccessibleLearningforMOOCs. JournalofInteractiveMediainEducation,2015(1).

Reference

Asst.Prof. Dr. [email protected]

Assoc.Prof. Dr. [email protected]

Contact Information

Thankyou...Questions&Discussion


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